Integrating CALL into English Language Learning: Bangladeshi College Students' Perceptions and Challenges (original) (raw)
Related papers
i-manager’s Journal of Educational Technology, 2020
Considering the importance of Computer Assisted Language Learning (CALL) integration in academic setting, this study aims to explore Bangladeshi college teachers' attitude, experiences and challenges with regard to the application of CALL in English Language Teaching (ELT). In order to achieve the purposes of the present study, a qualitative method research with interview schedule was designed and administered. Twelve teachers of English Department from three government colleges in Bangladesh voluntarily participated in the semi-structured interview schedule. The responses of the participants were thematically analyzed. The findings revealed that teachers had positive attitude towards the integration of CALL in English language teaching-learning process and perceived it as easier, effective and motivational. The results also revealed that teachers face some difficulties in using CALL for teaching English Language. However, some reflections on the possible solutions to the existing challenges of using CALL in ELT as well as academic setting have been provided. The results provide concepts and suggestions to the future researchers for further investigations in relation to CALL for the benefits of teachers, learners and teaching-learning in context of Bangladeshi college education.
ATTITUDES OF STUDENTS AT FKIP UNIVERSITAS RIAU TOWARD COMPUTER-ASSISTED LANGUAGE LEARNING (CALL)
This paper identified attitudes toward CALL of students studying English as a foreign language (EFL) at FKIP Universitas Riau. Seventy students who were enrolled in the orientation year of an English program were chosen to participate in this study by expressing their attitudes toward CALL. Standardized and local instruments were used along with interviews and observation techniques to collect data.
The study aimed at investigating the attitudes of Jordanian undergraduate students towards using computer assisted-language learning (CALL) and its effectiveness in the process of learning the English language. In order to fulfill the study's objective, the researchers used a questionnaire to collect data, followed-up with semi-structured interviews to investigate the students' beliefs towards CALL. Twenty-one of Jordanian BA students majoring in English language and literature were selected according to simple random sampling. The results revealed positive attitudes towards CALL in facilitating the process of writing assignments, gaining information; making learning enjoyable; improving their creativity, productivity, academic achievement, critical thinking skills, and enhancing their knowledge about vocabulary grammar, and culture. Furthermore, they believed that computers can motivate them to learn English language and help them to communicate and interact with their teachers and colleagues. The researchers recommended conducting a research on the same topic, taking into consideration the variables of age, gender, experience in using computers, and computer skills.
JOURNAL OF ADVANCED ENGLISH STUDIES
The objectives of research this research was to find out whether or not the CALL affects the students’ achievement and to find out the students’ attitude in learning English by using CALL. This research applied quasi-experimental method was used in this research by using non-equivalent control class design. The researcher chose and placed the experimental and control design randomly. The researcher took the first-year students of SMK Negeri 1 Pancarijang Kabupaten Sidrap in academic year 2019-2020 as a research subject. Based on the data found in this research, the researcher concludes that; 1) The use of CALL affected the achievement of the first year students of SMK Negeri 1 Pancarijang Kabupaten Sidrap in academic 2012/2013. It was proved by the mean score of pretest and posttest which was obtained from experimental class was 52.44 and 74.59. While the mean scores of pretest and posttest for the control class were 48.03 and 56.48. After analyzing using SPSS 22.0, the researcher f...
Using CALL in Language Teaching and Learning, in consideration of its Strengths and Limitations
This paper aims to discuss what Computer-Assisted Language Learning (CALL) is, to mention its three phases (Behaviorist, Communicative and Integrative CALL) shortly for pedagogical insights, and to highlight its strengths and limitations. Many research findings indicate that use of computer technologies has positive effects on language learning process in terms of its increasing students’ interest, motivation and self-esteem; providing space for individualization and independence from single-source of information, time and place; and also offering native language input, error analysis and feedback when necessary. Though, it is also associated with some limitations such as finances, lack of technology knowledge and self-discipline, recent programs’ inefficiency, besides health concern issues. As a matter of fact, it is highlighted that educators’ recognition of both the advantages and disadvantages of using computers in language classes is crucial to adopt and handle best-tailored educational practices and to maximize learning outcomes of language learning process. Key words: Technology, Computers, CALL, Language Teaching, Language Learning
University Computer Assisted Language Learning (CALL) Facilities Affecting Teaching English language
Scholars International Journal of Linguistics and Literature
The present study gathered data on the university computer assisted language learning (CALL) facilities in teaching English language. The participants of this study were 80 MA and PhD university teachers who were selected based on random sampling method at the Islamic Azad Universities, Iran. The research instrument was a researcher-made questionnaire that asked the EFL university teachers to give their ideas on the university facilities of CALL in English language classrooms. Data were collected and analyzed through K-S test of normality and independent samples t-test. The results of the study showed that the facilities and equipment are poor and universities need to reassess CALL facilities in the classrooms. Regarding computer literacy and CALL skills, university teachers confirmed that computer facilities were not enough to run classes effectively.
International Journal of Multicultural and Multireligious Understanding
The emergence of Computer Assisted Language Learning (CALL) has drastically changed the mode of teaching in many educational contexts. CALL can not only facilitate meaningful language learning but it can also accelerate it while giving students’ learning more depth and breath. Different types of learning in general and distance learning in particular, which is now prevalent in the present Corona pandemic, is not feasible without computer-based training. A mixed-method research design was adopted in one semester. The study measurement consisted of two sections: a quantitative section in which a survey questionnaire was utilized and a qualitative one in which, on the whole, 30 sessions of semi-structured interviews were conducted with participants to understand instructors’ opinion about merits of using CALL in teaching English. Using non-parametric test of Spearman correlation and the independent samples t-test, it was illuminated that having computer facilities impels instructors to...
Investigating the Effectiveness of Call for the English Language Learner
European Journal of Linguistics
Purpose: The prime motive of this research is to investigate the affectivity of computer/technology-based learning that advances the future of digital world. Methodology: This research investigated the effects of CALL as a developmental tool for English language learners; the standard learning of CALL has been examined through the criteria of the mixed method. The data was gathered from survey closed-ended questionnaire by following the primary basis of data which is further analyzed through SPSS. Thus, 106 responses were gathered through questionnaire where it has estimated that 85% undergraduate students agreed CALL helps them to improve their L2 proficiency. In addition, the data is also collected through open-ended interviews from the English language instructor which analyzed through the content analysis that resulted in their positive responses of encouraging CALL based classes for learning English as L2. Findings: The gathered data depicted the 80% positive reliance over CA...
The purpose of this study was to compare the attitude of Iranian and non-Iranian English language students' attitudes towards Computer-Assisted Language Learning (CALL). Furthermore, the relations of gender, education level, and age to their attitude are investigated. A convergent mixed methods design was used for analyzing both quantitative and qualitative data. In the data collection procedure, an online 44-item web-based questionnaire was applied in order to collect data from 415 students. In the data analysis phase, both descriptive and non-parametric analyses were performed. The findings of the study revealed that there is no difference between the attitudes of Iranian and non-Iranian towards CALL. Finally, pedagogical implications and recommendations for further research are presented.
The aim of this study was to investigate Iranian vs. Indian English language teachers' attitudes and preferences toward CALL. To this goal, the researcher conducted a mixed method study based on a questionnaire and an open-ended interview. Fifteen Iranian and 15 Indian English language teachers participated in the quantitative section, and 5 from each nationality participated in the qualitative section. The findings showed that Iranian EFL teachers had positive attitudes and preferences toward using CALL. Additionally, Indian English language teachers had positive attitudes and preferences toward using CALL, and they reported some issues they faced while applied CALL into their classrooms. All participants in both countries believed that the implication of CALL can be a great help to improve students' language learning process. In the quantitative section, the result showed correlation (r) of .046 which means there is a positive relationship between Iranian and Indian teachers toward CALL. INTRODUCTION The term "Computer Assisted Language Learning" (CALL) was founded in language teaching in the early 1960s. CALL reflected a field heavily based on the programmed instruction. It has grown to include online blogs, use of apps, virtual learning environments, computer-mediate-communication, among others (Warschauer, 1996). For over two decades, the use of the computer as a helping method of language learning has been discussed. Nowadays With the great development of computers and the Internet, more and more second and foreign language teachers and learners are using these technologies for foreign language teaching and learning .Recent studies have shown a burgeoning interest in using computer technology for language teaching and learning in the classroom (Richards & Renandya, 2008). Several studies demonstrated the importance of technology in education (Chapelle, 2001), that computers can help teachers and students to meet the challenges of the future. Technology can also help teachers to keep up to date with the developments in their field and education in general (Levy & Stockwell, 2006). As far as the researcher's best knowledge, the studies on teachers' and students' perceptions toward CALL found that students have positive attitudes towards CALL, whereas teachers' perceptions and subsequent behavior in using CALL vary. The accomplishment of students interacting with computer innovation will depend to a great extent on the attitudes of teacher and their eagerness to grasp the innovation (Milbrath & Kinzie, 2000). Understanding the factors that affect these attitudes, might help develop ways for students and teachers to cope with the issues that they might face in learning and teaching. However, the integration of English as a foreign language (EFL) teachers as active participants in the teaching and learning process has received little attention (Ismail, Almekhlafi, & Almekhlafy, 2010), because research has focused instead on issues such as the needs of teachers in the technology courses (Hargrave & Hsu, 2000) and pre-service to enhance teachers' knowledge and attitudes toward computer use as a teaching tool (Milbrath & Kinzie, 2000, Seyyedrezaei & Barani, 2011). Therefore, this study is going to clarify the perception of Iranian and Indian EFL and ESL teachers toward computer-assisted language learning simultaneously which the first study is in this case. That is to say, the lack of enough evidence for a comparison of EFL and ESL context of CALL can be a great significance toward the understanding the difference and similarities in Iranian EFL context.